نشریه کودکان استثنایی
سال بیست و چهارم شماره 3 (پیاپی 93، پاییز 1403)

The research aimed to investigate the effectiveness of differential reinforcement of incompatible (DRI) behaviors and social support (SS) on the problematic symptoms of Attention Deficit Hyperactivity Disorder (ADHD) with comorbid Separation Anxiety Disorder (SAD).

This is a quasi-experimental study with a single-subject design of the ABA model, which was conducted on an 8-year-old boy with symptoms of ADHD and SAD. The boy received a program of DRI behaviors and SS for 20 days. Then the number of problematic behaviors (receiving reminders to sit down, not doing or incomplete assignments, feeling uncomfortable and needing mother to be at school) in the three steps (first baseline, experimental phase and second baseline) was drawn in a diagram and the process of changes was visually analyzed.

The research findings showed that the problematic behaviors decreased in the experimental phase as compared to the first baseline, where no intervention had taken; this decrease continued in the second baseline, where the interventions were stopped. Also the score of the Connors questionnaire of the teachers' version was 84 before the experiment, which decreased to 43 after the experiment. Moreover, the score of the separation anxiety questionnaire of the parents' version was 82 before the experiment, which increased to 51 after the experiment.

It seems that the method of DRI&SS has been able to reduce the main symptoms of ADHD and SAD. Therefore, it can be said that because there was no punishment or time-out in the reinforcements and supporting methods, it can reduce the tension in children suffering from ADHD comorbid with SAD, as well as the symptoms.

The efficiency of the education system in any society depends on paying attention to the comprehensive educational programs of all children, including exceptional children, and providing effective education to them. The use of appropriate educational programs can help this group of students to achieve the desired educational goals. The aim of this study was to evaluate the effect of distance learning method on learning, memorizing and interest in math lesson in mentally retard educable female students in the third grade of elementary school in the exceptional school of Amir Ebrahimi Fakhar, Arak, in the academic year of 1397- 98.

This research is an applied research and to achieve the goal, a quasi-experimental method with pre-test and post-test design was used with the control group. Participants in the study were 28 female students with learning disabilities and educable who were learning in the third grade of Arak primary school and were randomly assigned to two experimental and control groups. After the pre-test, the experimental group was trained in mathematics by distance learning method and the control group was trained mathematics by conventional method. The tools used in this study included a math learning and memorizing test and Harter interest in studying questionnaire (2005). Data analysis method The statistical method was descriptive statistics and variance analysis test with repeated measurements and covariance analysis test which were obtained using SPSS software version 22.

The research findings showed that the effect of learning by distance teaching method on the amount of learning, memorizing and interest in mathematics for female students with learning disabilities in Arak city is significant.

Based on the findings of this study, it can be said that if teachers of educable mentally retarded students teach by distance learning methods, they can enhance learning, memorizing and interest in mathematics in mentally retarded students.

The present research aimed to identify the relationship between academic self-efficacy, self-esteem, family social support and academic resilience in gifted students.

The research method was descriptive-correlation. The research population included all gifted female students in the second year of high school (10th and 11th grades) in Tehran in the academic year) 2022-2023(. Overall, 181 people were selected as sample members using available sampling method. The participants responded to the Student Efficacy Scale (MJSES) (Jinks & Morgan, 1999), the perceived social support-family scale (Procidano & Heller, 1983), the academic resilience inventory (Samuels, 2004) and the self-esteem scale (Rosenberg, 1965). Data were analyzed using Pearson's correlation coefficient and regression statistical tests in SPSS24 software.

The findings showed that academic self-efficacy, self-esteem and social support of the family have a positive and significant relationship with academic resilience. Also the regression analysis results revealed that almost 58% of the variance of academic resilience of gifted students was accounted for by the variables of academic self-efficacy, self-esteem and social support of the family. It is predicted that among these, self-esteem with a variance of 0.38 has the largest contribution in predicting the variable of academic resilience.

It can be concluded that academic self-efficacy, self-esteem and family social support predict the academic resilience of gifted students in the form of a predictive model. Accordingly, it is necessary to pay attention to a set of intrapersonal factors (academic self-efficacy and self-esteem) along with extra personal factors (family social support) in creating academic resilience of gifted students. Finally, their resilience in the learning process can be increased by providing a platform for nurturing and creating these factors and responding to the psychological needs of learners.

The purpose of this research is to investigate the effectiveness of the picture exchange communication system (PECS) on the receptive and expressive language components of children with autism spectrum disorder. The method of this research is practical in terms of purpose and in terms of data collection, it is an experiment with AB single-subject design. The statistical population of the research consists of all children with autism spectrum disorder with average functioning of 6 to 8 years old who were studying in the special schools of Mashhad in the academic year 1401-1402. The sample of this research, which was obtained by the purposeful sampling method, consists of 5 children with autism spectrum disorder who were definitively diagnosed with autism spectrum disorder using the ADOS test. In order to collect data, expressive and receptive language tests of Nyusha Development Test have been used. The findings indicate that the mean verbal and receptive language scores of 6 to 8-year-old children with autism spectrum disorder have increased in the first post-test compared to the baseline. This increasing trend has continued in the process of implementing the training program of the communication system based on image exchange.

The aim of this study was to investigate the effectiveness of computerized cognitive rehabilitation on verbal skills of students with specific mathematical learning disorder.

This is a quasi-experimental study with pre-test and post-test design with control group and a two-month follow-up. Among the fourth grade male students with specific mathematical learning disorder in Ahvaz, 40 people were selected by simple random sampling method and after matching with random replacement, they were divided into experimental (n=20) and control (n=20) groups. The subjects in the experimental group received the Captain's Log cognitive rehabilitation software Training Program (version 2018) individually through for 12 sessions of 50 to 60 minutes and the control group did not. To collect the research data, the Test of Language Development (TOLD) were used. The data were analyzed with multivariate analysis of covariance (MANCOVA) test using the 24th version of SPSS.

Computerized cognitive rehabilitation caused the test group's ability to improve in the post-test and follow-up stages compared to the control group, in the majority of verbal skills, including visual vocabulary, relational vocabulary, oral vocabulary, grammatical understanding, sentence imitation, grammatical completion, word discrimination and phonological analysis increased (p<0.05); However, no significant difference was observed between the word production ability of the experimental and control groups in the post-test and follow-up stages (p>0.05).

The results showed that computerized cognitive rehabilitation program can be used as an appropriate method for development of verbal skills among the students with specific mathematical learning disorder.

This research was conducted with the aim of comparing the effectiveness of cognitive-behavioral game therapy methods and accuracy-based training on the selective attention and active memory of late-learning children in the first year of elementary school. Late-learners are those students who have less cognitive ability than their peers and can achieve good academic levels with appropriate academic aids.

The current research is a quasi-experimental type with pre-test and post-test in two experimental and control groups. The statistical population includes all late-learning students of the first year of elementary school in Handijan City in the academic year 1402-1403. The statistical sample of the research includes 45 late-learning male students of the first year of elementary school who were randomly assigned to two experimental (30) and control (15) groups. The experimental group underwent cognitive-behavioral game therapy and accuracy-based training in 16 sessions, and the control group did not receive any intervention until the end of the study. The research tools were Raven's progressive matrix, Wechsler's working memory test, selective attention test, cognitive-behavioral game therapy interventions and accuracy-based training. The collected data were analyzed using descriptive and inferential statistics methods.

The results showed that cognitive-behavioral game therapy and accuracy-based training have a positive and significant effect on active memory and selective attention in late-learning children of the first grade of elementary school (P<0.001). Also comparison of the two intervention methods revealed no significant difference in their effect on active memory and selective attention (P>0.05).

Cognitive-behavioral game therapy and accuracy-based training improved the active memory and selective attention of late-learning children in the first year of elementary school. Accordingly, we suggest the use of these methods for other children, too.

Students with attention deficit/hyperactivity disorder (ADHD) often exhibit significant difficulties in problem-solving skills, which have serious consequences for their academic and social functioning. Therefore, efforts have been made to enhance these skills, and the current research aims to investigate the effectiveness of emotional intelligence training on the problem-solving skills of students with ADHD.

This research employed a semi-experimental design with pre-test and post-test measures, including a control group. The population consisted of all fourth and fifth-grade male students with ADHD in Tehran. The participants were selected from those attending counseling centers ava rhaie And kasra using convenience sampling and were randomly assigned to experimental and control groups. The experimental group received a 10-session emotional intelligence training program, while the control group received no intervention. All participants were assessed using the Heppner and Peterson Problem-Solving Questionnaire before and after the training.

Following the emotional intelligence training sessions, a significant improvement was observed in the problem-solving scores of students with ADHD.

The emotional intelligence training program proved to be an effective intervention for improving problem-solving skills in students with attention deficit/hyperactivity disorder.

The present study was conducted with the aim of investigating the effectiveness of repeating non-words on phonological memory, severity of stuttering and adaptation of children with stuttering.

This was a semi-experimental research of pre-test-post-test type with a control node. The statistical population of this study included all children with stuttering who referred to learning disorders centers in Sanandaj in 1402, and 30 of them were selected by available sampling and randomly divided into two experimental and control groups. Became then both groups before and after the implementation of the intervention for the experimental group responded to Riley's Stuttering Severity Questionnaire (2009), Wechsler Children's Intelligence Questionnaire version 10 and Dakhanchi Adaptation Questionnaire (2016). Then, the experimental group received the non-word training program in 16 30-minute sessions and three sessions per week, and the control group did not receive any intervention during this period.

The results of multivariate covariance analysis showed that repetition of non-words, severity of stuttering, phonological memory and psychological adjustment of subjects in the experimental group significantly improved compared to the control group (P<0.01).

The use of non-word training can be used as an effective treatment method to improve children's stuttering.

In this research, the "psychometric Properties of the fifth version of Wechsler's intelligence scales (WISC-V) for children in students with attention deficit-hyperactivity/impulsivity" have been discussed and the main question of the research is whether the fifth version of the scale Does the Wechsler IQ of children have desirable psychometric properties in students with attention deficit-hyperactivity disorder/impulsivity? The research method is in the field of psychological studies, which is a subset of the methodological research method. The research population is all the students with attention deficit/hyperactivity/impulsivity who are busy studying in the primary period (first, second and third grade) in the academic year of 1401 and as students with attention deficit - Hyperactivity/impulsivity in private and government centers are covered by educational-therapeutic services, and 250 of them were selected as the sample size using the available targeted sampling method. The measurement Instrument is the fifth version of Wechsler's intelligence scales for children, which has good validity and reliability. To check the reliability coefficients, two methods of Cronbach's alpha and two halves were used to check the internal consistency and the test-retest method was used to calculate the stability coefficient. Also, the orthogonal hierarchical factor analysis method was used to check the construct validity and the Pearson moment correlation coefficient method was used to check the relationship between the Wechsler IQ scale and the Stanford-Binet IQ scale to calculate the simultaneous criterion validity. The findings of the research showed that the fifth version of the Wechsler intelligence scales for children for students with attention deficit-hyperactivity disorder/impulsivity has Optimal validity and reliability, and it can be used for the clinical group of students with deficits. Attention - hyperactivity/impulsivity that is in the domain of exceptional people, use it.

The purpose of this study was to the effectiveness of compassion-based therapy on social isolation, psychological disturbance and academic boredom of children with learning disabilities.

The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the study was children with learning disabilities in Dezful city in 2023. The sample size of the study included 30 of these children, who were selected by available sampling method and according to the study entry and exit criteria. The experimental group received eight 90-minute weekly sessions of the educational intervention. The questionnaires used in this research included social isolation, psychological disturbance and academic boredom. Data were analyzed by univariate analysis of covariance using SPSS version 22 software.

The findings showed that there was a significant difference between the experimental and control groups in terms of social isolation, psychological disturbance and academic boredom (p<0.001). In other words, compassion-based therapy improved social isolation, psychological disturbance, and academic burnout.

According to the findings of the present study, compassion-based intervention can be suggested as an effective method to increase social isolation, psychological disturbance, and academic boredom in children with learning disabilities.